Whiteness as Technology of Affect: Implications for Educational Praxis

Autor/inn/en	Leonardo, Zeus; Zembylas, Michalinos
Titel	Whiteness as Technology of Affect: Implications for Educational Praxis
Quelle	In: Equity & Excellence in Education, 46 (2013) 1, S.150-165 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.750539
Schlagwörter	Praxis; Social Justice; Racial Factors; Emotional Experience; Racial Attitudes; Educational Theories; Educational Practices; Whites; Social Theories; Social Cognition; Critical Theory; Educational Sociology; Affective Objectives + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rassenfrage; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; White; Weißer; Gesellschaftstheorie; Soziale Kognition; Kritische Theorie; Bildungssoziologie; Erziehungssoziologie
Abstract	This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affect, the authors hope to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue. In particular, the authors introduce the idea of "white intellectual alibis," or Whites' attempt to project a non-racist alibi rather than aligning themselves with anti-racism. Finally, the authors discuss how whiteness as a kind of technology of affect has implications for pedagogical efforts to engage in equitable and anti-racist education. It is suggested that unless educational scholars engage with a theoretical analysis of how whiteness is manifest as affective technology in educational praxis, we will fail to appreciate the important implications of this idea for educational theory and praxis. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10